Abstract:

The purpose of Project INTERSECT, an NSF funded research study at East Carolina University, is to determine whether integration of interactive classroom simulation activities (ICSA) into math and science education pre- service teacher candidate curriculum improves teacher candidate performance, particularly how teacher candidates learn to talk and facilitate talk in math and science classrooms. The project evaluates teacher candidate use of discourse utilizing the Analyzing Teaching Moves (Correnti et al., 2015) instrument to measure and quantify teacher candidates' discourse practices. Project INTERSECT aims to develop a curricular model for math and science pre-service teacher education that expands opportunities to master teacher discourse, measure the effects of curriculum change and increased discourse engagement on pre-service teachers' use of discourse in the classroom, and disseminate the study results.

The first year of the project proved to be a learning experience with many notable successes based on initial observations, participant feedback, and faculty reflections. The incorporation of immersive simulations provided participants with more opportunities to rehearse discourse skills. In addition, simulations allowed for instant debrief opportunities and opportunities to “coach” through video analysis and feedback. Participants were asked to reflect on their experience in the immersive simulation (Mursion) lab and offered positive feedback.

While the incorporation of talk moves in elementary math and science instruction is the core focus of this study, the project has revealed many secondary research opportunities surrounding teacher education curricular design and the impact of technology in teacher education. Specifically, this project has revealed the powerful potential of integrating video capture technology with simulations as avenues for candidate reflection, feedback, and analysis.

Keywords:

Immersive simulations, math education, science education.